Student School Climate Survey Report, 2020-2021
Ascension CES
Report Prepared by:
Research and Development Services
October 2021
ABOUT THE SURVEY
In our ongoing effort to increase school effectiveness and to promote safe, inclusive, and accepting schools, in May 2021 the Halton Catholic District School Board (HCDSB) administered an online School Climate Survey to students in grades 4 through 12, all parents / guardians, and all school-based staff. This report summarizes the student survey results for your school in key areas related to student learning and the school environment (i.e., community, safety, academic, and well-being).1 These results can be used to understand your students’ views about the strengths and weaknesses of your school, to guide your school improvement plan, and to assist you with other evidence-based decisions.
School climate is a multidimensional concept. It is defined by several domains that influence the school environment and impact student outcomes: Community, Safety, and Academic (for details see Wang & Degol, 2016).2 Our school climate survey contains items and scales that have been adapted from reliable and valid school climate inventories to align with these domains and the pillars of our Multi-Year Strategic Plan.3 It also includes items about demographics, our Catholic school community, and well-being as well as items related to pandemic safety measures and/or remote learning.
How to Read This Report
In the Survey Results section, findings are presented by school climate domain. Each bar chart represents the percentage of respondents from your school who selected a particular option or indicated agreement on a scale made up of multiple items representing a construct. See Appendix A for a description of the constructs/items reported here.
For most scales, the percentage of respondents who provided favourable or positive ratings is shown in the charts. For example, this could include the percentage of students who selected ‘agree’ and ‘strongly agree’ responses or responses that reflect a high degree of frequency across all items that relate to the topic. For most items, the full range of responses is shown, with responses to the right of the vertical line indicting more favourable or positive ratings.
Most charts break down the percentage of respondents from each division (Junior and/or Intermediate). The bottom bar also shows the Board-level results to enable comparisons with the overall percentage for the school. The total number (n) of respondents included in the school-level analysis is also listed below or to the left of the chart.4
COVID-19 PANDEMIC DISCLAIMER: Due to the unprecedented nature of 2020-21, this survey received fewer responses than typical. Moreover, the disruptions to in-person learning this year make it unreliable to compare to previous years.
Overall there were 26 responses from students in your school (see Tables below for details), giving you a response rate of approximately 30%.
It is important to note that the findings in this report may not be representative of the student body since survey participation was optional. Survey results from your parents/ staff could also be considered.
Respondent Breakdown Tables
Community refers to the quality of relationships among other students and between students and staff, partnership (i.e., parent involvement in education), connectedness/sense of belonging, and perceptions of equity and respect for diversity at school. In our HCDSB context, it also includes our Catholic school community. Results of each scale are presented below, followed by individual items not included in the scales.
Quality of Relationships
Teacher-Student Relationships scale
This scale measures what percentage of respondents in this school indicated having positive relationships with school staff (i.e., Students feel that adults at their school like, respect, listen to, and care about the students).
Peer Relationships scale
This scale measures what percentage of respondents in this school indicated having positive relationships with peers (i.e., Students feel that students at their school are friendly, respectful, and like and care about one other).
Partnership
Parental Involvement scale
This scale measures what percentage of respondents in this school indicated that their parents or other adults at home are involved with helping them succeed at school (i.e., Parents/guardians encourage them to talk with their teachers and peers, help them with organization/homework, talk to them about school, and notice their hard work).
Catholic School Community
Home-School-Parish Connections scale
This scale measures what percentage of respondents in this school felt that their school nurtured a Catholic community through promoting Catholic virtues and values and Catholic practices and encouraging faith-based activities for families.
Impacts of Spirituality/Catholic School Community scale
This scale measures what percentage of respondents in this school felt being in a Catholic school community impacts their life (i.e., affects how they treat of others, guides their thoughts/actions, and brings them peace).
Belonging
Inclusion scale
This scale measures what percentage of respondents in this school indicated that they enjoy school and feel accepted by peers and staff. They also indicated that they could get extra help at school when they needed it and that staff listen to students’ ideas.
Student Connectedness with Staff item
38% of respondents in this school reported feeling quite or extremely connected to adults at their school.
Student Connectedness with Peers item
65% of respondents in this school reported feeling quite or extremely connected to other students at their school.
Respect for Diversity
Knowledge about diversity scale
This scale measures what percentage of respondents in this school indicated that they often learn about the experiences/achievements of different groups at school.
Three Groups Learned About MOST Often
Three Groups Learned About SOMETIMES or RARELY
Feeling Welcome/Comfortable item
31% of respondents in this school indicated never feeling unwelcome or uncomfortable for any reason.
Reasons for Feeling Unwelcome or Uncomfortable item*
Of the 69% of respondents in this school who indicated feeling unwelcome or uncomfortable, these were the reasons why:
(n = 18)
*Respondents were able to select more than one option so totals may exceed 100%.
**See Appendix B, Table B1 for Other responses
Safety refers to students’ overall feelings of safety as well as several aspects of physical and social/emotional safety related to experiences with and observations of bullying/harassment at school. Results of scales and/or individual items are presented below.Safety refers to students’ overall feelings of safety as well as several aspects of physical and social/emotional safety related to experiences with and observations of bullying/harassment at school. Results of scales and/or individual items are presented below.
Feeling Safe
Location Safety items
78% of respondents in this school reported feeling quite or very safe at school.
91% of respondents in this school reported feeling quite or very safe on their way to and from school.
86% of respondents in this school reported feeling quite or very safe in their neighbourhood or community.
COVID-19 Safety items
52% of respondents in this school reported feeling satisfied with COVID-related safety measures and protocols at school.
54% of respondents in this school reported being able to easily follow COVID-related safety measures and protocols at school
Physical, Social, and Verbal Bullying Victimization
Students were asked to report how often they experienced specific bullying/harassment behaviours at school through several questions that reflected Physical, Verbal, Social bullying/harassment as well as overall bullying/harassment during the last month before schools closed.
Overall Bullying scale
The Overall Bullying scale measures what percentage of respondents in this school indicated physical, social, and verbal bullying overall at school at least once a month.
Physical Bullying scale
The Physical Bullying scale measures what percentage of respondents in this school indicated physical bullying (e.g., another student from school stole their belongings or pushed/shoved them) at least once a month.
Social Bullying scale
The Social Bullying scale measures what percentage of respondents in this school indicated social bullying (e.g., another student from school ignored or excluded them or tried to make others dislike them) at least once a month.
Verbal Bullying scale
The Verbal Bullying scale measures what percentage of respondents in this school indicated verbal bullying (e.g., another student from school made fun of them or threatened them) at least once a month.
Cyber Bullying
Students were asked to report how often they experienced specific bullying/harassment behaviours at school through several questions that reflected electronic or cyber bullying (e.g., they received a text/online message that made them feel upset/uncomfortable or another student from school made fun of how they talk or write online).
Cyber Bullying scale
The Cyber Bullying scale measures what percentage of respondents in this school indicated cyber-bullying experiences at least once a month during the last month before schools closed.
Sexual Harassment Items
32% of respondents reported that another students at their school made comments or jokes about their body in the last month before schools closed.
10% of respondents reported that another student at their school touched, pinched, or grabbed them in a way that made them feel uncomfortable in the last month before schools closed.
Reasons for Bullinyg/Harassment
Reasons for Bullying/Harassment items*
These are reasons respondents at your school said they were bullied/harassed during the last month before schools closed:
(n = 22)
*Respondents were able to choose more than one option so totals may exceed 100%.
**See Appendix B, Table B2 for 'Other' responses.
Bullying/Harassment Experiences
Bullying/Harassment Experiences items
During the last month before schools closed:
9% of respondents at your school said they stayed away from school so they wouldn't be bullied or harrassed.
70% of respondents at your school said they tried to help another student who was being bullied/harassed.
0% of respondents at your school said they bullied/harassed another student.
Where and When Bullying/Harassment Occurs
Bullying Location item*
These are the locations respondents at your school thought bullying/harassment most often occured:
(n = 17)
*Students were able to choose more than one option, therefore totals may exceed 100%
**See Appendix B, Table B3 for 'Other' responses
Bullying Times item*
Respondents at your school thought bullying/harassment most often occured:
(n = 16)
*Students were able to choose more than one option, therefore totals may exceed 100%
Bullying Reporting and Support items
62% of respondents at your school said they would feel safe reporting bullying and/or harassment problems to school staff.
76% of respondents at your school said they are aware of bullying prevention programs and/or activities in their school.
Academic refers to various aspects of teaching and learning (i.e., students’ perceptions of the teaching/learning environment and engagement with school).Academic refers to various aspects of teaching and learning (i.e., students’ perceptions of the teaching/learning environment and engagement with school).
Teaching and learning
Learning Environment scale
This scale measures what percentage of respondents in this school felt that their teachers notice their hard work, give them attention, have high expectations, and provide engaging and meaningful lessons.
Engagement items
How important was it for you to do the following in school?:
Make friends
Get good grades
Learn new things
Always show up for class on time
Express my opinions in class
Engagement with Learning scale
This scale measures what percentage of respondents in this school felt that they try their best in school and that they are personally responsible for their learning.
This question had fewer than 10 respondents at your school, therefore, no chart is available
Student Engagement scale
This scale measures what percentage of respondents in this school reported finding it easy to try hard and stay focused on their schoolwork.
Student effort item
100% of respondents in this school reported putting effort into their classes.
All students were asked if they have supportive adults (both at school and outside of school) and if they are aware of school-based supports for positive mental health and well-being. Students in the Intermediate division also shared their current feelings of overall mental health, self-esteem, and emotional well-being while Junior division students were asked about how often they feel happy. Results of individual items and/or scales are presented below.
Social Support and Awareness of Supports
Social Support and Awareness items
77% of respondents in this school felt they have supportive adults at school whom they can count on to help them.
70% of respondents in this school felt they have a supportive family member or other adult outside of school whom they can count on to help them.
86% of respondents in this school were aware of school supports and programs to help students with their positive mental health and well-being.
Self-rated Mental Health
Mental Health item
Grade 7+ students only
The percentage of students who percieved their mental health as very good or excellent.
This item had fewer than 10 respondents at your school, therefore, no chart is available
Self-Esteem
Self-esteem scale
Grade 7+ students only
This scale measures what percentage of respondents in this school reported that they often have a positive view of themselves (e.g., they feel good about themselves and that they are a person of worth).
This scale had fewer than 10 respondents at your school, therefore, no chart is available
Emotional Well-being
Grade 7+ students only
This scale measures what percentage of Intermediate respondents in this school had positive emotional well-being (i.e., frequently felt happy, interested in life, and satisfied with life) in the past month.
This scale had fewer than 10 respondents at your school, therefore, no chart is available
Happiness item
Grades 4-6 only
53% of Junior respondents in this school indicated that they frequently felt happy in the past month.